By OECD
Even supposing studying usually happens inside formal settings and special environments, loads of important studying additionally happens both intentionally or informally in lifestyle. coverage makers in OECD nations became more and more conscious that non-formal and casual studying represents a wealthy resource of human capital. rules which understand this may play an important function in a coherent lifelong studying framework, and current practices might be stronger to make the information and abilities humans gather open air of formal education extra noticeable. The problem for coverage makers is to boost strategies for recognising such studying, strategies that might generate internet advantages either to contributors and to society at huge. This record, in line with an OECD overview in 22 international locations, explores some great benefits of recognising non-formal and casual studying results, takes inventory of present guidelines and practices, and recommends the best way to organise attractiveness of those studying systems.Table of content material :Executive SummaryChaper 1. Context and major Concepts-Scope and concentration of the study-Issues and definitions: making non-formal and casual studying results visible-Definitions utilized by countries-Concluding remarksChapter 2. purposes for Recognising Non-formal and casual studying Outcomes-Benefits for individuals-Benefits for employers and the realm of business-Benefits for services of studying or certification-Benefits for exchange unions and the social partners-Benefits for governments-Annex 2.A1. popularity for qualified qualificationsChapter three. Public coverage Options-Organising conversation and selling transparency-Making reputation one of many mechanisms for lifelong learning-Improving reconition strategies and processes-Promoting the popularity of non-formal and casual studying outcomes-Developing info assortment and learn activity-Identifying expenditures and merits of recognitionReferences
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Extra resources for Recognising Non-Formal and Informal Learning: Outcomes, Policies and Practices
Sample text
G. qualifications, education and training certificates, accreditation, certified evidence of a period of professional experience) Authorities responsible for organising the certification procedure, or administrative bodies Actor(s) / Stakeholder(s): responsible for competitive examinations 3. g. qualifications, education and training certificates, accreditation, certified evidence of a period of professional experience) Actor(s) / Stakeholder(s): Those responsible for education and training – teachers/trainers RECOGNISING NON-FORMAL AND INFORMAL LEARNING: OUTCOMES, POLICIES AND PRACTICES © OECD 2010 1.
For example, the Gateway Project at Athabasca University has shown convincing benefits from PLAR, including admission to formal programmes, the accumulation of academic credits, and improvements in earnings, careers and the quality of life. The strengths of this kind of result are highlighted in the Gateway Project report: employers promote those who have benefited from PLAR, but would otherwise not have done so. The persons concerned were not natural candidates for continuing training, suggesting that the recognition of non-formal and informal learning outcomes opens avenues that would not have materialised otherwise.
For identifying outcomes Actor(s) / Stakeholder(s): The human resources directorate responsible for recruitment 2. g. qualifications, education and training certificates, accreditation, certified evidence of a period of professional experience) Authorities responsible for organising the certification procedure, or administrative bodies Actor(s) / Stakeholder(s): responsible for competitive examinations 3. g. qualifications, education and training certificates, accreditation, certified evidence of a period of professional experience) Actor(s) / Stakeholder(s): Those responsible for education and training – teachers/trainers RECOGNISING NON-FORMAL AND INFORMAL LEARNING: OUTCOMES, POLICIES AND PRACTICES © OECD 2010 1.